CPSY 634 Behavioral Assessment
On-campus and On-line Course
Instructor:
Dr. Kim Schulze
Office:
Education Building, B125
Office Hours:
I check e-mail a few times a day. If you want to set up a time
to meet or call me, let me know via e-mail.
Phone/FAX:
(320)308-2258, back up fax (320)308.3216
E-mail:
kaschulze@stcloudstate.edu
Required Text:
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., Newton, J. S.
(l997). Functional assessment and program development for problem behavior:
A practical handbook. Pacific Grove, CA: Brooks/Cole.
Supplemental References (selected chapters and articles can be accessed via ereserve):
Bellack, A. S., & Hersen, M. (l998). Behavioral assessment: A practical handbook.
Boston: Allyn and Bacon.
Carr, E.G., & Durand, V.M. (l985). Reducing behavior problems through
functional communication training. Journal of Applied Behavior Analysis, 18,
111-126.
Cooper, J.O., Heron, T.E., & Heward, W.L. (l987). Applied Behavior Analysis.
Columbus: Merrill Publishing Co. This textbook is very helpful in preparing
for the BACB exam. The 2nd edition includes updates to the l987 edition.
Hanley, G.P., Iwata, B.A., & McCord, B.E. (2003). Functional analysis of problem
behavior: A review. Journal of Applied Behavior Analysis, 36, 147-185.
Iwata, B.A., Dorsey, M.F., Slifer, K.J., Bauman, K.E., & Richman, G.S. (l994).
Toward a functional analysis of self-injury. Journal of Applied Behavior
Analysis, 27, 197-209.
Kearney, C., & Tillotson, C.A. (l998). School attendance. In T.S. Watson & F.M.
Gresham (Eds.), Handbook of Child Behavior Therapy. New York: Plenum
Press.
Martin, G., & Pear, J. (2003).Behavior modification: What it is and how to do it.
New Jersey: Prentice Hall.
McKenzie, T.L., Sallis, J.F., Nader, P.R., Patterson, T.L., Elder, J.P., Berry, C.C.,
Rupp, J.W., Atkins, C.J., Buono, M.J., & Nelson, J.A. (l991).
BEACHES: An Observational System for Assessing Children’s Eating and
Physical Activity Behaviors and Associated Events Journal of Applied Behavior
Analysis, 24, 141-151.
Miltenberger, R.G. (2001). Behavior modification: Principles and Procedures.
Belmont, CA: Wadsworth.
Repp, A.C., & Horner, R. H. (l999). Functional analysis of problem behavior:
From effective assessment to effective support. Belmont, CA: Wadsworth.
Van Houten, R. (l994). The right to effective behavioral treatment. In L.J. Hayes,
G.J Hayes, S.C. Moore, & P.M. Ghezzi (Eds), Ethical issues in developmental
disabilities. Reno, NV: Context Press.
Van Houten, R., Axelrod, S., Bailey, J.S., Favell, J.E., Foxx, R., Iwata, B., &
Lovaas, O.I. (l988). The right to effective behavioral treatment. JABA, 18,
381-384.
http://bacb.com
Behavior Analysis Board Certification Guidelines for Responsible Conduct
http://www.apa.org/ethics/code.html
APA Ethical principles of psychologists and codes of conduct
Course Overview
A hallmark of behavior analysis is precise recording of specific behaviors and
making decisions based on frequent observation and monitoring of behavior.
Martin and Pear (2003), define behavioral assessment as “the collection and
analysis of information and data in order to identify and describe target
behavior, identify possible causes of the behavior, select appropriate treatment
strategies to modify the behavior, and evaluate treatment outcome.”
In this course, behavioral assessment will be compared with traditional forms of
assessment in psychology. Specific techniques of behavioral assessment will
be covered (e.g., behavioral interviews, direct observation, rating scales, selfreport inventories, self-monitoring, psychophysiological assessment).
Behavioral assessment in various areas will be reviewed, such as mental health,
education and special education, health-related behaviors, and gerontology.
Course Objectives
1. Describe distinguishing characteristics of behavioral assessment.
2. Describe examples of direct and indirect assessment procedures and give
their strengths and weaknesses.
3. Define target behaviors, identify possible controlling variables, and measure
target behaviors.
4. Observe and record behaviors, including interobserver agreement.
5. Describe functional assessment, its advantages and limitations with various
populations and problem behaviors, and its role in IDEA compliance.
6. Review ethical codes and standards for behavior analysts.
7. Evaluate ethical issues related to assessment in behavior analysis.
8. Evaluate computer and other technologies that are used in behavioral
assessment.
Student Assignments
You will participate in a series of assignments designed to facilitate competence
in behavioral assessment. Assignments include: (a) review of behavioral
assessment literature, (b) select and define target behaviors, select recording
methods, construct/modify data sheets, observe and record behaviors using a
variety of recording methods, and determine interobserver agreement, and (c)
graph data using Excel. The instructions for assignments are found on D2L
in Content Module under Assignments.
Tests
The Pretest, Test 1, Test 2, and Posttest are proctored exams. Test 1 consists of
multiple-choice items and a case study. There is a practice test for Test 1 which
is found by clicking on Quizzes on D2L. The Pretest, Posttest, and Test 2
consist of short essay items and a case study. For case studies, write in complete
sentences, not outline form. Be precise and thorough. Explain and describe
procedures. Don't assume that I know that you know. Tests 3 and 4 are takehome exams. Tests will be given approximately every other week and are worth
50 points each. Tests cover all instructional material provided by the instructor.
Study guide questions are provided to help you prepare for tests. It is strongly
recommended that you complete the study questions and discuss them with
classmates in study groups or on-line.
Discussion of Readings
Students will be placed in discussion groups with a different discussion leader
each week. I will be discussion leader during the model discussion. I’ll assign
groups and leaders for subsequent discussions. Students will post at least three
“quality” responses to weekly discussion questions. The discussion leader will
start the discussion by posting a question on each designated discussion day.
The leader should keep the discussion going by commenting and posting
additional questions during the discussion. Discussion questions can be drawn
from the Study Questions or any other course materials/assignments, or from
behavioral assessment issues from your professional work. A similar format will
be followed for on-campus students. A discussion grade based on quantity and
quality will be given by the instructor at mid-term and at the end of the term.
Grading will be based on
Tests and Post Test (50 pts each) Pretest 10 pts
points
Discussion (5 points per discussion, drop lowest score)
Assignments (pts vary)
Total
260
20
120
400
IMPORTANT!! Policy on late tests and assignments
Tests and assignments must be postmarked by the due date for full credit. If the
test or assignment is turned in one week late, 10% will be deducted from your
grade. If the test or assignment is turned in two weeks late, 25% will be
deducted from your grade. The test or assignment will not be accepted if more
than two weeks late. This policy does not pertain to the pretest which can be
taken whenever the proctor receives the pretest. You do not need to wait until
you have taken the pretest to begin studying course content.
Deadlines for tests and assignments are marked in the D2L Calendar.
You can complete the tests and assignments earlier but not later. If you have
travel plans for work, vacations, etc., you will need to complete assignments
earlier, not later. The course is structured this way to prevent anyone from
cramming course requirements into the week before the end of the semester. It
takes time to thoroughly understand and synthesize material. In order to truly
do justice to the material, it’s important to work at a steady pace. In order for
me to give timely and relevant feedback that improves your learning, tests and
assignments need to be turned in on time. Thus, I’m arranging contingencies to
make it more likely that you will keep up.
As you review the course schedule, mark due-dates on your calendar and create
a study schedule for yourself. If you are an on-line student, treat your on-line
course as if you were required to attend class in person. Set aside specified
times to study and discuss readings, and to complete the assignments. If
possible, form study groups with cohort members in your area and meet
regularly. Do not deviate from your study schedule. Build in frequent
reinforcers for yourself and your study group for staying on track!
Course grades
A = 90% of points
B = 80% of points
C = 70% of points
D = 60% of points
Course Schedule
CPSY 643
(schedule below represents a fall or spring semester number of weeks, summer
schedule is condensed to an 8 week schedule so you’ll need to condense the
schedule below somewhat if you take 634 summer semester, see D2L calendar
for due dates)
Week 1
Read Syllabus and Assignment Requirements
Assignment due:
Pretest
(Please complete the pretest as soon as your proctor receives it. Do the best
you can on the pretest items. The pretest will give you an idea of what the post
test is like.)
Week 2
For each week, there are corresponding PowerPoints, examples of observation
systems, and other information on D2L in Content Modules. All information
in Content Modules is also included on exams unless otherwise indicated.
Electronic reserve:
Chapter 3 Selecting and defining target behavior (Cooper et al.)
Chapter 4 Measuring and recording behavior (Cooper et al.)
Chapter 5 Planning and directing observational procedures (Cooper et al.)
Week 3
Electronic reserve:
Chapter 6 Production and interpretation of graphic data displays (Cooper et al.)
Week 4
Assignment due:
Test 1
Week 5
O’Neill Textbook:
Chapter 1 Introduction
Chapter 2 Functional assessment and analysis strategies
Chapter 3 Building behavior support plans
Chapter 4 Writing behavior support plans
Electronic reserve:
Iwata, B.A., Dorsey, M.F., Slifer, K.J., Bauman, K.E., & Richman, G.S. (l994).
Toward a functional analysis of self-injury. Journal of Applied Behavior
Analysis, 27, 197-209.
Assignment due:
Review of Iwata et al. article
Week 6
NOTE: Two articles are required this week. One is found on E-reserve and the
other is on the ABA web site. Just click on the web address below.
Electronic reserve:
Van Houten, R. (l994). The right to effective behavioral treatment. In L.J.
Hayes, G.J Hayes, S.C. Moore, & P.M. Ghezzi (Eds), Ethical issues in
developmental disabilities. Reno, NV: Context Press.
Locate article at web site:
Van Houten, R., Axelrod, S., Bailey, J.S., Favell, J.E., Foxx, R., Iwata, B., &
Lovaas, O.I. (l988). The right to effective behavioral treatment. JABA, 18,
381-384. http://www.abainternational.org/sub/membersvcs/journalspubs/rtrrebt/index.asp
Assignment due:
Discussion of Readings
Week 7
Assignment due:
Test 2
Week 8
E-reserve
Graphing with EXCEL
Chapter 4 Behavioral Interviewing (Bellack and Hersen)
Chapter 11 Assessment of social skills (Bellack and Hersen)
Assignments due:
Graphing Assignment
Discussion of Readings
Week 9
E-reserve
Chapter 16 Assessment of child behavior problems: internalizing (Bellack and
Hersen)
Chapter 17 Assessment of child behavior problems: externalizing (Bellack and
Hersen)
Kearney, C., & Tillotson, C.A. (l998). School attendance. In T.S. Watson &
F.M. Gresham (Eds.), Handbook of Child Behavior Therapy. New York:
Plenum Press.
Assignment due:
Discussion of Readings
Week 10
Assignment due:
Test 3
Week 11
E-reserve
Chapter 8 Structured interviews and rating scales (Bellack and Hersen)
Chapter 9 Assessment of anxiety and fear (Bellack and Hersen)
Chapter 10 Assessment of depression (Bellack and Hersen)
Assignment due:
Discussion of Readings
Measure and record assignment
Week 12
Assessment of health-related disorders (PowerPoint)
E-reserve
Chapter 14 Assessment of marital dysfunction (Bellack and Hersen)
Chapter 18 Assessment of older adults (Bellack and Hersen)
Assignment due:
Discussion of Readings
Week 13
Assignment due
Test 4
Week 14
Assignment due
Course Evaluation
Post test